I read "Emerging Technologies: Messaging, Gaming, Peer-to-Peer Sharing: Language Learning Strategies & Tools for the Millennial Generation" by Bob Godwin-Jones, and thought it was full of creative suggestions for the incorporation of various technologies in the language classroom. He focused specifically on instant messaging and mobile communication, peer-to-peer networking, and gaming. Some of the suggestions for incorporation into language learning activities included: - Instant Messaging: this can be used as a 21st century version of pen pals.
- Moblogging: blog entries made from mobile devices
- iPods in schools: the author cites Duke University's experiment with giving iPods to all incoming freshman, and notes some activities using the devices in the beginning Spanish classes: "...students are able to listen to audio versions of texts they read, play back instructors' comments on assignments and assessments, review new vocabulary and its pronunciation, and of course listen to Spanish language music. The iPods are equipped with microphones, thus allowing students to record conversations and keep audio diaries."
I do think that these options increase the opportunities for students to interact with one another and infuse their own creativity into class projects. I have to admit, though, that a part of me tenses up when I think about online activities replacing face-to-face discourse in the classroom. I consider myself to be fairly competent and "saavy" with many Web 2.0 applications, but I have yet to come across a program that can replace the instant energy of a classroom discussion or debate on a topic. Even our brief discussion at the beginning of class today I found to be much more engaging than reading others' opinions on our classroom pages or blogs - I think it's simply that human interaction - of looking each other in the eye (without the delay or jerkiness of online video chats), of reading body language and vocal inflection, of gesturing as we start to get worked up about something or other. I think these technologies have great potential for enhancing our curriculum, but I stop short of saying I think they can serve as a substitute for dialogue and discussion when it is facilitated well by a passionate teacher.
So, obviously, I don't think that any of these technologies would (for me personally) satisfy me as standalone learning tools. I do think, however, that there are plenty of ways to incorporate them into activities that supplement the in-person interactions of a classroom environment, and can do so with all of the advantages we have talked about in keeping our pedagogy current and relevant.
It's a comfort to read that another person values the communication possible in a classroom setting where a group discussion takes place. I also like that kind of energy. Each person has an energy field and way of being and we are influenced by each other through interaction. We may modify what we say or think, we may have an emotional reaction, we may come to a point of taking new action. Can this happen via Web 2.0 applications? Well, maybe. There is, however, some communication missing, as we do not have the component of body language, even with the tokbox or using web cameras.
ReplyDeleteWhile it is clear that the computer has some phenomenal capabilities for delivering teacher-created content to students, it is equally obvious that the sophistication of learning a language makes it very challenging to create truly systematic and effective learning and tutoring programs. We can and will take advantage of the strengths of the computer to do what it does best and our students will learn in new ways.
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